Past projects 3
Can I Look It Up?
Funded Nov 1, 2018Thank you so much for funding brand new Kindles for my class! My students use them daily in different aspects of their school day. They have made a huge impact on student learning, creativity, access to resources and behavior. My students have used the Kindles to research and create dioramas of different Canadian regions. They have used them to research the Inuit people and culture. We are currently in the middle of our Argument and Advocacy Unit in Reading. Students have been using the Kindles to research evidence about a specific claim. At the end of our unit, students will debate their topics.
Some of my students do not have access to a computer or Internet at home. Therefore, the Kindles allow them to be exposed to new information that they would otherwise be unable to access. My students are most excited about being able to navigate all that the Kindle has to offer. They know how to turn it on, access a search engine and look up a topic. They understand what sources are considered educational and reliable and therefore "good" and what sources are not. They take pride in being able to work the technology without my assistance. My students also love to use the Kindles as a reward for being on task and following our classroom rules. They can play math and reading games on them.
For my students with special needs, the Kindles are a way to keep them focused and on task during independent work. I allow them to listen to music quietly. They have really warmed up to the technology. Behavior has improved dramatically, as has the amount and quality of student work being produced.
Thank you very much for your generosity and support!”
With gratitude,
Mrs. Williams-O'Sullivan
Reading is Fundamental!
Funded Oct 11, 2016They couldn't contain their excitement when the boxes started arriving! "Are those our books?" "They're here already?" "OMG, can I choose first?" "Can we start reading them now?" That's all I could hear as I tried to stack the boxes and answer their questions, all at the same time. "Yes, these are our books. No, we'll talk about how to decide who chooses first. Yes, we'll start reading them as soon as we get them sorted and labeled."
For my students, this donation was special. It meant that someone who doesn't even know them, cares about them. Someone who has never met them, believes in their dreams. For them, it wasn't just about finally getting to read the pink "Diary of a Wimpy Kid" or the black "39 Clues" that they were never able to get their hands on. Instead, it was the image of someone out there thinking about them, caring about them, and spending their hard-earned money on them, even though they didn't have to.
Incredibly, these books have added a new level of excitement to literacy in my classroom. The students want to read all throughout the day. They want to talk and write about what they're reading and share their excitement with others. They anticipate the time allotted for independent reading and groan when that time is up and we have to move on to a different subject. They are able to stay engaged for longer periods and are willing to put more effort into comprehension, decoding unfamiliar words, and actually sticking with a book, now that the text is of more interest to them.
Thus, we are eternally grateful for you and for your generosity. You have made more a difference in their lives than you will ever know. ”
With gratitude,
Mrs. Williams-O'Sullivan
Where Readers Become Leaders
Funded Mar 9, 2016When my students saw the box arrive that contained their brand new document camera, they were thrilled! They wanted to know what was in the box, who it came from, and what we would be using it for. I explained what a document camera was and how we would be using it in our class. Immediately, they were ready to try it out!
One of the reasons that I wanted a document camera was so that I could project to my classes some of their own written responses to test questions. Many of them make the same mistakes, such as giving a lot of information but not answering a given question directly. Now, I can show their work, along with common mistakes, to address these general misconceptions whole class or with a small group. Then, I'm able to provide direct and/or immediate feedback based on what we're seeing on the screen. In addition, I can project and applaud individual achievements, such as an excellent thesis statement, summary, or other model work.
The students get excited every time they see me holding some type of text that suddenly appears on their projector screen. The technology piques their curiosity and desire to engage and continue on with the lesson. Student learning and understanding are heightened as they are able to view materials and resources onscreen that were not available to them previously. Thus, all of the students, especially those who are visual learners, benefit from this new technology.
Again, we'd like to thank you. We are forever grateful for your generosity and for believing in us.”
With gratitude,
Mrs. Williams-O'Sullivan