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Ms. Melissa J. Bullard's Classroom Edit display name

  • Procter Hug High School
  • Sparks, 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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My students have missed out on a lot of instruction over the last year and a half. Schools shut down halfway through the Spring 2020 semester, and my District was on a hybrid model for the 2020-21 school year. Many students had barriers that kept them from doing much work on their home days, and this year they are struggling to catch up on literacy skills, social-emotional skills, and academic stamina. As my students are focusing on their heritage language, reading engaging texts to build interpretive communication skills is one of the best ways to build their vocabulary and literacy. (NVACWL 2, 6, 8) This funding will help me expand my free-reading library, giving them more choices, from advanced readings such as "En el tiempo de la mariposas" and "Antes de ser libres" to more simple books for kids, such as the National Geographic readers in Spanish. All my students are at different levels, so a variety of reading materials will best serve them. The butcher and construction paper, markers and colored pencils will help my students create art projects and crafts that will allow them to present their knowledge about cultures visually as well as verbally. It will also allow them to do hands-on learning, increasing their engagement. (NVACWL 3, 4, 5, 9) Some of my students come from food-insecure households, which is why having fig bars on hand will help them focus on learning in class instead of feeling hungry. Small rewards such as Mexican sweets will help me build classroom community through recognition for positive behavior and teamwork, since the students are still working on adjusting to daily school routines after the pandemic.

About my class

My students have missed out on a lot of instruction over the last year and a half. Schools shut down halfway through the Spring 2020 semester, and my District was on a hybrid model for the 2020-21 school year. Many students had barriers that kept them from doing much work on their home days, and this year they are struggling to catch up on literacy skills, social-emotional skills, and academic stamina. As my students are focusing on their heritage language, reading engaging texts to build interpretive communication skills is one of the best ways to build their vocabulary and literacy. (NVACWL 2, 6, 8) This funding will help me expand my free-reading library, giving them more choices, from advanced readings such as "En el tiempo de la mariposas" and "Antes de ser libres" to more simple books for kids, such as the National Geographic readers in Spanish. All my students are at different levels, so a variety of reading materials will best serve them. The butcher and construction paper, markers and colored pencils will help my students create art projects and crafts that will allow them to present their knowledge about cultures visually as well as verbally. It will also allow them to do hands-on learning, increasing their engagement. (NVACWL 3, 4, 5, 9) Some of my students come from food-insecure households, which is why having fig bars on hand will help them focus on learning in class instead of feeling hungry. Small rewards such as Mexican sweets will help me build classroom community through recognition for positive behavior and teamwork, since the students are still working on adjusting to daily school routines after the pandemic.

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About my class

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