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Ms. Crisson's Classroom Edit display name

  • PS 23 Richmondtown
  • Staten Island, NY
  • More than a third 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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Many of our students have learned remotely, due to Covid, since March 2020. For the second graders, this school year might have been their first time in the building since mid-Kindergarten! They have missed out on holding in their little hands a real paperback book. They haven't experienced the challenge of following print on the page, or of knowing when to go to the next line to continue reading. They haven't mastered having discussions about a character, an event in the story, a sad or happy ending with a partner, a teacher, a buddy classroom peer, or how exactly to take turns in a book discussion. It is so so so very hard, for some of my students with developmental differences, to be able to have a discussion about literature. Our students, for whom English is not their primary language, have a whole different obstacle before them. Our collaborating class and my Special Ed Support kids would benefit from reading the same book at the same time via whichever method is appropriate for their needs, be able to discuss it, enjoy it, respect and respond to their partners opinions about it. Then ultimately be able to write a sentence, paragraph, or chapter in a class project to create, write, illustrate and bind their own book.

About my class

Many of our students have learned remotely, due to Covid, since March 2020. For the second graders, this school year might have been their first time in the building since mid-Kindergarten! They have missed out on holding in their little hands a real paperback book. They haven't experienced the challenge of following print on the page, or of knowing when to go to the next line to continue reading. They haven't mastered having discussions about a character, an event in the story, a sad or happy ending with a partner, a teacher, a buddy classroom peer, or how exactly to take turns in a book discussion. It is so so so very hard, for some of my students with developmental differences, to be able to have a discussion about literature. Our students, for whom English is not their primary language, have a whole different obstacle before them. Our collaborating class and my Special Ed Support kids would benefit from reading the same book at the same time via whichever method is appropriate for their needs, be able to discuss it, enjoy it, respect and respond to their partners opinions about it. Then ultimately be able to write a sentence, paragraph, or chapter in a class project to create, write, illustrate and bind their own book.

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About my class

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