Past projects 44
"Fade" Away from Boring Books!
Funded Nov 18, 2009I want to begin by apologizing for my lateness. I know I should have uploaded pictures and this letter earlier, but I was so caught up in our state testing week that I simply lost track of time. I also want to thank you for your continued support to my classroom. The students were very excited to know that the same person sent books twice due to their thank you letters (the next set are on the way)!
In a world where my students often find themselves alone, it is very comforting for myself and my students to know that others care about their success. Students encounter so many excuses to quit and so many `opportunities` that make education seem unimportant that even the smallest gesture of support changes lives. It may sound cheesy, but I have seen many a student make changes when any adult takes an interest in them. The books you donated are a tangible reminder that others care about THEM. Our students are always at risk, so know that you really helped prepare some students for college, helped some students stay interested in school, and motivated others to simply continue showing up every day.
I want to speak about the book 'Wake.' The book chronicles a student who is determined to succeed despite her mom's apathy and her physical problems. The book is a sequel to one of the first books you send, 'Fade.' There are so many students interested in this book that there is currently a waiting list for both books. In addition, the story is one that I have seem come to life again and again in our school, thanks to the dedication of our students and the support of people like you. Please know that your donation made a HUGE impact on our students. We thank you from the bottom of our hearts. I know that the generosity of people like you, who have not even met our vivacious students, inspires me to continually improve so I can offer the best to our students.
Thank you a million times. You are truly a blessing to our class and to our students.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and one other donor.Give These Books a Second Look!
Funded Nov 12, 2009I cannot tell you how deeply your generosity has impacted our classroom. The thirty books you donated are constantly "checked out" of my library. As soon as the box arrived in our classroom, my students spied it and asked me to open it immediately. I had told them that books were on the way and they were so excited to finally get some new, interesting books. One of my students, S., had been searching in vain for a book that appealed to her. She discarded about ten books until the books you donated arrived. Then she found herself with a different conundrum: she could not pick between five of the six titles you donated. So she made herself a plan: she finished one book over the weekend and another the next week. She has been finishing books with surprising alacrity. (And this is a student who previously claimed she did not want to read). YOUR books made that small miracle possible.
The book "Wake" is particularly popular. Just yesterday, three students requested the sequel. These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half joke. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at titles that were worlds away from my students. When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books. More importantly, they actually read and increase their learning during independent reading time.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 3 other donors.Love Their Library!
Funded Dec 7, 2009I cannot tell you how deeply your generosity has impacted our classroom. The thirty books you donated are constantly "checked out" of my library. As soon as the box arrived in our classroom, my students spied it and asked me to open it immediately. I had told them that books were on the way and they were so excited to finally get some new, interesting books. One of my students, S., had been searching in vain for a book that appealed to her. She discarded about ten books until the books you donated arrived. Then she found herself with a different conundrum: she could not pick between five of the six titles you donated. So she made herself a plan: she finished one book over the weekend and another the next week. She has been finishing books with surprising alacrity. (And this is a student who previously claimed she did not want to read). YOUR books made that small miracle possible.
The book "Wake" is particularly popular. Just yesterday, three students requested the sequel. These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half joke. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at titles that were worlds away from my students. When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books. More importantly, they actually read and increase their learning during independent reading time.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 4 other donors.Dictionaries For Developing English Skills!!
Funded May 15, 2009As an English teacher, I hope that if nothing else, I can teach my students how to continue teaching themselves after they leave my classroom. While the Junior year of high school is extremely important for college and beyond, one year is nothing as compared to a lifetime of learning. It is comparable to the parable about the man fishing: "Give a man a fish, and you feed him for a day. But teach a man to fish, and you feed him for a lifetime." I want to teach my students for a lifetime because literacy (reading and writing) is a lifelong skill that will be increasingly necessary in the years to come.
Before your dictionaries arrived, I had three dictionaries. This made it impossible to ask students to look up words daily OR to involve any routine dictionary use. Now we use the dictionaries every day. I included some pictures of students reading with the dictionaries – but this is only the beginning. On the English regents, context clues is an extremely important skill. However, less than fifty percent of my students received correct scores on the context clues questions on the recent final. This data is proof that students are very weak in their vocabulary skills. Your dictionaries arrived at exactly the right time! When these students pass their state test, they will have you to thank.
While June brings both the SAT and the English Regents, my students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature and vocabulary our students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels and increase vocabulary, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level and vocabulary levels two years!. They will be successful in this classroom and beyond. Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading and new words to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature and independent learning into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely. They see that volcaulary is important, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they do not fully utilize the dictionaries, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget. ”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 2 other donors.Love Their Library!
Funded Aug 5, 2009Before your bookcases arrived, chaos was the norm in our classroom. We had one bookcase and about twenty boxes. It was difficult for students to find books and much learning time was wasted as students dug through to find a book that interested them.
Now, however, organization is the name of the game. The three bookcases you donated not only displayed literature in the way it deserved and helped my students find books, you gave our classroom a real attitude for learning. Our classroom now has a mini-library – and it functions as one as well. Students read quietly both in school AND in other places (according to other teachers). A real sense of order permeates the class and no longer do I see stacks of books spilling across the floor. You have helped us to respect our literature, our space, and our time as learners. Students now know they will actually find interesting books, books that appeal to them.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond. Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget. ”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 3 other donors.English Books for English Learners!
Funded Aug 5, 2009I cannot tell you how deeply your generosity has impacted our classroom. The "Wimpy Kid" you donated are constantly "checked out" of my library. As soon as the box arrived in our classroom, my students spied it and asked me to open it immediately. I had told them that books were on the way and they were so excited to finally get some new, interesting books. I can think of four students, all English Language Learners, who had been searching for books that appealed to them. When these books arrived, they finally joined the class in reading time. Thanks to you and the "Wimpy Kid" books, four students now have books that they can read. They can feel successful and raise their reading level! YOUR books made that small miracle possible.
These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half joke. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at titles that were worlds away from my students. When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books. More importantly, they actually read and increase their learning during independent reading time.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 2 other donors.Help Us Read to Succeed!!
Funded May 21, 2009I cannot tell you how deeply your generosity has impacted our classroom. The thirty books you donated are constantly "checked out" of my library. As soon as the box arrived in our classroom, my students spied it and asked me to open it immediately. I had told them that books were on the way and they were so excited to finally get some new, interesting books. One of my students, E., had been pretending to read a book until the ones you donated arrived. Then he discovered The Perks of Being a Wallflower. Since he loved that book, he has found many others he has enjoyed. He has been finishing books with surprising alacrity. (And this is a student who previously read a page or two a day). YOUR books made that small miracle possible.
In addition to Wallflower, Sleeping Freshman Never Lie is particularly popular. Just yesterday, three students requested the sequel. These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half joke. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at titles that were worlds away from my students. When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books. More importantly, they actually read and increase their learning during independent reading time.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 2 other donors."Wake" Up And Start Reading!
Funded Oct 14, 2009I cannot tell you how deeply your generosity has impacted our classroom. The thirty books you donated are constantly "checked out" of my library. As soon as the box arrived in our classroom, my students spied it and asked me to open it immediately. I had told them that books were on the way and they were so excited to finally get some new, interesting books. One of my students, S., had been searching in vain for a book that appealed to her. She discarded about ten books until the books you donated arrived. Then she found herself with a different conundrum: she could not pick between five of the six titles you donated. So she made herself a plan: she finished one book over the weekend and another the next week. She has been finishing books with surprising alacrity. (And this is a student who previously claimed she did not want to read). YOUR books made that small miracle possible.
The book "Wake" is particularly popular. Just yesterday, three students requested the sequel. These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half joke. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at titles that were worlds away from my students. When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books. More importantly, they actually read and increase their learning during independent reading time.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents in June. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my inner city classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. On my walk to school, there are many vendors that sell "books." I bought one to see the kinds of literature my students were exposed to and I was absolutely appalled. Without any detail, these books were too graphic for my adult eyes – and they were the literature these students had been exposed to everyday! Furthermore, as you can tell by their letters, they lack the essential writing skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. When students call me to discuss class assignments, I can barely hear them over the chaos in their homes. I sigh of relief when I hang up the phone and can get some quiet, but I wonder when my students get piece of mind. Then they are expected to come to school, read, comprehend, and compose an essay about Shakespeare. Every obstacle is no excuse, but it does present another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (ten minutes in my class, twenty minutes outside of class), they can raise their reading level two years. They will be successful in this classroom and beyond.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. I have previously taught in the Bronx and recently moved to a newer school in Harlem. To my new students, the idea of independent reading was something foreign. They were intimidated and scared of the new routine and style, just as most people are intimidated by new things. I was told again and again, "I hate reading" or "I just don't like to read." However, independent reading time is now the best time in our class. Students protest every single day when reading time is over. Other teachers have told me that it is now routine for students to read when they have finished classwork (and even when they have not). I have also been informed that students are constantly spotted on the bus reading. The wall on my classroom is literally overflowing with recommendations. You have really helped instill a culture of literature into an initially resistant group of adolescents. I hope the pictures captured some of the personality and goodness in my students, who you have helped immensely.
They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day and every day they see the books knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and one other donor.Boys Will Be Boys - And They Need Books Just For Them!
Funded Jul 7, 2009I cannot tell you how deeply your generosity has impacted our classroom. The twenty five books you donated are constantly "checked out" of my library. When I handed out the books, two of my classes audibly cheered. I overheard student conversations: "No more boring books" "This teacher actually has good books now" "I'm actually going to read today." Bryan, one of my most apathetic students, picked up one of the books you donated. After my last class of the day, he tapped on my shoulder. "I finished it. Got any more?" he asked, casually tossing the book on a desk. I sent him home with another book, and he keeps checking them out. I have NEVER seen a student finish a book in one day. While I am not impressed that he slacked in other classes to finish that book, I am excited that she was finally motivated enough to apply himself. YOUR books made that small miracle possible. Other students tried to take out multiple books at a time. "But, Miss, I want to read them all!" F. protested. He was trying to smuggle books under his shirts. These books made my students involved and excited to do schoolwork. Before, independent reading time was half nagging, half farce. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at "Crime and Punishment." When asked, the number one reason students were not reading was "no interesting books." Now, independent reading time goes much easier. Students now know they will actually find interesting books, books that appeal to them. As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents next year. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my Bronx classroom face many obstacles that stand in the way of their academic success. As high school students, they have been historically underserved. As you can tell by their letters, they lack the essential skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. Some of my students run home because the blue uniform makes them a target for the opposing gang that wears red. Then they are expected to read, comprehend, and compose an essay about Shakespeare. Every obstacle is not an excuse, but presents another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success. Spending time reading is the best way to raise your reading levels, I tell them. If they read for thirty minutes every day (fifteen minutes in my class, fifteen minutes outside of class), they can raise their reading level two years. Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they could not read a book you donated, they left class that day knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget. ”
With gratitude,
Ms. McAvoy
Give These Books a Second Look!
Funded Apr 25, 2009I cannot tell you how deeply your generosity has impacted our classroom. The Wimpy Kids books were a huge hit for silent reading time. Even my most reluctant readers do not refuse Wimpy Kid books. Terminally indifferent students, E. and D., perked to attention when I handed them a Wimpy Kids book. B., another student who spend silent reading time glazing at the back cover of whatever book I handed him that day, read all three Wimpy Kid books in a week! There was even a waiting list for the books! I use these examples not only to illustrate that the books you donated interest students in reading, but to show you how hungry students really are for engaging literature. If the students were extremely hardhearted toward reading, they would never have read the books. They clearly want to read; they just need books that interest them.
Many students begin the year by telling me "I don't like to read!" I respond with a smile, "Great! Let's go find a book that you will like." Every student in my class last year finished at least one book. The class average was three books. These are books in addition to the class novels we read together. Student reading levels grew over three years in one year. YOUR books made that small miracle possible. Before your donation, independent reading time was half nagging, half farce. I spent half the time nagging students to open a book, and half the students still only went through the motions of reading. Their eyes were open and looking at the book, but they were not reading. Glazed-over eyes stared at "Crime and Punishment." Now that students have books that interest them like the Wimpy Kid books, independent reading time goes much easier. Students now know they will actually find interesting books, books that appeal to them.
As I tell my students, their reading time is critical. Not only is reading a life skill, but my students have to take the SAT and New York State Regents next year. My students are on average three years behind their suburban peers. The sad truth of education in this country is the inequality some students face every day. The students in my classroom face many obstacles that stand in the way of their academic success. However, you should feel glad that your generosity helped fill a small void in their lives. As high school students, they have been historically underserved. As you can tell by their letters, they lack the essential skills they should have learned in elementary and middle school. Their home lives are far from ideal, as eighty five percent of my students live below the poverty level. Some of my students run home because the blue uniform makes them a target for the opposing gang that rules the neighborhood. In school, they are expected to read, comprehend, and compose an essay about Shakespeare. Every obstacle is not an excuse, but presents another temptation to quit or give up caring altogether. I try my hardest to express to every one of my students that I know they can reach success.
Due to my student's resilience and motivation, and now your generosity, they are on their way to academic success. I cannot stress how greatly you have helped our class. Students meet small successes everyday. Your gift has literally opened up the world of reading to my students. They see that reading can be exciting, that their learning can be applicable to the real world, but perhaps more importantly, that someone out there cares about them. The very idea that a stranger would spend time and money on them surprised and perplexed my students. Even if they did not read a Wimpy Kid book, they left class that day knowing that someone cared enough about them and their education. You gave them the greatest motivation possible. Thank you, thank you, thank you a million times for giving my students the tools for success. It is thanks to the generosity and caring of people like you that reaches America's forgotten children. Know that you truly made a positive impact on many students that they will not soon forget.”
With gratitude,
Ms. McAvoy
This classroom project was brought to life by Bill and Melinda Gates Foundation and 2 other donors.