Past projects 13
Give Oakland Students the Library of Their Dreams!
Funded Aug 11, 2015My students are ecstatic about the new books. I originally thought I would be teaching 3rd grade, so the books I requested were intended for remediation (i.e. to catch students up who are reading behind grade level). A week before school started, I learned that I would be teaching first grade again. Now, these very same books will serve as enrichment (i.e. for students who read at or above grade level). Regardless of the age group, it always helps to have a robust library that is also culturally responsive. We are forever grateful for your generous donations!”
With gratitude,
Ms. Baugher
Help Support Early Literacy in Oakland!
Funded Jan 21, 2015My students and I are floored by the generosity of the donors and the speed at which this project got funded. We understand the importance of incorporating technology in the classroom, and we are also aware of the challenges associated with acquiring new materials.
We are using these resources daily during our "literacy centers" block. The "centers" block is critical because it is one of the few times throughout the day that I am able to address students' individual needs in a small-group setting. In order to make this time as productive as possible, I must provide direct instruction to a small group of students while simultaneously keeping the rest of the class occupied with independent work. The new listening center ensures that all students have access to rich and engaging literacy instruction during this time, whether or not they are working with me directly. Thank you again for your generous contribution, we are forever grateful!”
With gratitude,
Ms. Baugher
This classroom project was brought to life by Oakland Reads 2020 and 8 other donors.Support Oakland First Graders with Balanced Literacy!
Funded Sep 20, 2014This project boosted both my teaching and my students' learning in a number of big ways. For one, it helps me stay organized. There are no more messy piles throughout the classroom, which means I can hold my students accountable for turning their assignments in on time. Organizational skills are critical to success, and I must set a good example by modeling these skills if I expect my students to develop them.
These resources also save valuable time during transitions and outside of school. Addressing the magnitude of educational inequity in my community means constantly reminding myself of the sense of urgency behind my work. Reducing the amount of time spent organizing and sorting papers means I can now focus my energy on the content of my instruction.
Although my students are only in first grade, they are already developing and honing the skills necessary to self-regulate their learning. Empowering children to succeed means helping them foster a sense of agency over their educational experience. Because of your generous contribution, we are one step closer to expanding educational opportunity in my classroom.”
With gratitude,
Ms. Baugher