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Ms. S's Class’ Classroom Edit display name

  • Henry Ford Elementary School
  • Dearborn, MI
  • More than three‑quarters of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Including technology in our Daily-5 will allow students to take charge of their learning and make the choices that work best for them. During our daily-5 students don't have the opportunity to use technology to pick listen to reading. My students are language learners. Currently, my students are choosing to work in a variety of stations in our room such as read-to-self, work on word work, read to someone and work with a teacher. Making sure students having access to listen to reading is an essential component in motivating them. My students need to have the opportunity to experience listen to reading during Daily-5 and to use engaging manipulatives to help them have to learn how to build sentences and words. The products that I have selected will help my students by giving them access to listen to reading to make more effective learning choices.

About my class

Including technology in our Daily-5 will allow students to take charge of their learning and make the choices that work best for them. During our daily-5 students don't have the opportunity to use technology to pick listen to reading. My students are language learners. Currently, my students are choosing to work in a variety of stations in our room such as read-to-self, work on word work, read to someone and work with a teacher. Making sure students having access to listen to reading is an essential component in motivating them. My students need to have the opportunity to experience listen to reading during Daily-5 and to use engaging manipulatives to help them have to learn how to build sentences and words. The products that I have selected will help my students by giving them access to listen to reading to make more effective learning choices.

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About my class

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