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Ms. Schroeder's Classroom Edit display name

  • Myrtle Tate Elementary School
  • Las Vegas, NV
  • Nearly all 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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It is our hope to be able to incentivize students to pick up a book and read. Read at school, read at home, just read. Many of our students have not yet acquired an intrinsic passion for picking up a book and getting lost in it. Our goal is to provide them with supplemental tools and extrinsic rewards to incentivize them to pursue reading, with the ultimate goal of assisting them to develop their own intrinsic motivation. According to Benabou and Tirole (2003), "extrinsic motivation promotes effort and performance with rewards serving as positive reinforces for the desired behavior: ‘I think we underestimate the power of extrinsic motivation,’ said Rahil Briggs, director of pediatric behavioral health at Montefiore Medical Center in the Bronx. ‘You want your child to be naturally fascinated, and some are, but some children can benefit from a little bit of a jump-start.’” Another critical area in which my class is lacking is basic classroom supplies. While simple, they are foundational for success. Many of my students come from low income families who are not always able to send their students to school with appropriate learning supplies. As a result, I have to ensure our classroom is appropriately stocked with these supplies. These supplies will assist me in providing the appropriate learning supports for my students to thrive and be successful. If funded, these resources will go a long way in supporting student literacy by providing them with the appropriate tools and reinforcements to forge a lifelong passion for reading. Some standards that will be addressed through the use of these tools include: CCSS.ELA-Literacy CCRA.R.1; CCSS.ELA-Literacy CCRA.R.2; CCSS.ELA-Literacy CCRA.R.3; CCSS.ELA-Literacy CCRA.R.4; CCSS.ELA-Literacy CCRA.R.5; CCSS.ELA-Literacy CCRA.R.6; CCSS.ELA-Literacy

About my class

It is our hope to be able to incentivize students to pick up a book and read. Read at school, read at home, just read. Many of our students have not yet acquired an intrinsic passion for picking up a book and getting lost in it. Our goal is to provide them with supplemental tools and extrinsic rewards to incentivize them to pursue reading, with the ultimate goal of assisting them to develop their own intrinsic motivation. According to Benabou and Tirole (2003), "extrinsic motivation promotes effort and performance with rewards serving as positive reinforces for the desired behavior: ‘I think we underestimate the power of extrinsic motivation,’ said Rahil Briggs, director of pediatric behavioral health at Montefiore Medical Center in the Bronx. ‘You want your child to be naturally fascinated, and some are, but some children can benefit from a little bit of a jump-start.’” Another critical area in which my class is lacking is basic classroom supplies. While simple, they are foundational for success. Many of my students come from low income families who are not always able to send their students to school with appropriate learning supplies. As a result, I have to ensure our classroom is appropriately stocked with these supplies. These supplies will assist me in providing the appropriate learning supports for my students to thrive and be successful. If funded, these resources will go a long way in supporting student literacy by providing them with the appropriate tools and reinforcements to forge a lifelong passion for reading. Some standards that will be addressed through the use of these tools include: CCSS.ELA-Literacy CCRA.R.1; CCSS.ELA-Literacy CCRA.R.2; CCSS.ELA-Literacy CCRA.R.3; CCSS.ELA-Literacy CCRA.R.4; CCSS.ELA-Literacy CCRA.R.5; CCSS.ELA-Literacy CCRA.R.6; CCSS.ELA-Literacy

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