Past projects 5
Graphic Novels for Multi-lingual Learners
Funded Sep 19, 2024The English Language Learners in my two classes come from a variety of cultural backgrounds, but after learning more about each other through discussion on community building, they find they have quite a bit of common ground with each other, and with the stories they read about kids like them in books.
Many of my students who are reading at a kindergarten and first-grade level have trouble self-selecting reading during independent reading time. They often select books that are too far above their reading level because the picture books that are actually accessible to them are also "babyish". These new graphic novels help make reading accessible for all of my students. They were so excited to open the packages with me and do our first "book tasting" where we browse many books in one day in the hope they will find one that speaks to them.”
With gratitude,
Ms. Wenell
This classroom project was brought to life by An Anonymous Supporter and 21 other donors.Mirrors, Windows, and Sliding Glass Doors: Meaningful Reading Experiences
Funded Aug 14, 2021Our independent readers have flourished due to the newer, highly engaging novels from Donor's Choose.
In my classroom, self selected reading time is sacred. We have a dedicated 15-20 minutes of reading at the beginning of each day, and students must read at this time. This is also a time where I walk around and check in with kids on how they like the book, and whether they have made progress on it. (that's the accountable piece). Students create and agree on the norms for Accountable Independent Reading (AIR) time.One of the agreements that has created a lot of buy-in is that they are free to abandon a book that doesn't suit them, and find another one that does!
Having a variety of books on diverse topics, subject matter, and stories that relate to their lives is imperative to this process. I appreciate the generosity of my donors, including those who have matched donations. Know that your donation is making a difference in the lives of students!”
With gratitude,
Ms. Wenell
This classroom project was brought to life by Bill Gates and 9 other donors.COVID-Era Classroom Library Reboot
Funded Oct 4, 2020Last fall, you donated to this project of mine, in which I had requested engaging and high caliber literature for my classroom library. I would like to provide you with an update and a huge thank-you for your generosity!
My school has been in a virtual learning format all year long. This means that I've had to get inventive with supporting my students with the independent reading requirement of my class. I am excited to let you know that because of your donations, I was able to add 55 high interest books to my classroom library.
Here's how it worked: Even with my students not in school in person, I have been able to lend out books each week by doing the following: creating a "Virtual Classroom Library" in which I displayed books available for checkout, and arranging reservations and distributing them out to the students on a designated day of the week (socially distanced, of course! My kids have been thrilled with the books they've been able to access from me. Those who participated in these assignments have benefited greatly. I truly believe it has enhanced the learning of my students during this challenging time.”
With gratitude,
Ms. Wenell
This classroom project was brought to life by Chevron and 8 other donors.Engaging, High-Caliber, New Literature for Teens
Funded Aug 10, 2019I am amazed by the outpouring of support for my students. They cannot and will not ask for much, so we as teachers must be their voices.
I have one student, who had previously self proclaimed that he "never reads" become enthralled by Scythe by Neal Shusterman. He was so entranced that he asked me to get the second and third book in the series. This is my goal. To give students who think they can't or won't find literature that they identify with a chance to see where a book can take you.
When kids line up at teh beginning of the day outside my room they are expected to have their books out and ready. I can the first 15 minutes of class AIR time (Accountable Independent Reading) but unofficially it's known as the SACRED TIME. And I know they look forward to the quiet and the calm (and adventure) a novel will bring for them in their often chaotic worlds.”
With gratitude,
Ms. Wenell
This classroom project was brought to life by An Anonymous Funder and 11 other donors.Creating Independent Readers!
Funded Aug 4, 2016Reading for pleasure is the single most important thing students can do to increase reading abilities. Studies show that students who read for pleasure and read more often have increased reading comprehension of texts, better background knowledge to make connections to texts they read in school, and helps them become faster readers. Reading for fun also builds vocabulary like you wouldn't believe. Having current, up to the minute, highly engaging and accessible reading material readily available for students increases the likelihood that they will make a habit of reading.
In my classroom I have implemented an independent reading plan. Students read self-selected books for the first 15 minutes, every single day. They set a goal indicating how many books they will read in the semester (two grading periods.) Each time they finish a book, they write a short book review and turn it in, which gives them a sticker on the class chart by their name. This is ENTIRELY OPTIONAL for students to participate in. The only thing that is mandatory about the plan is that they must set a goal and they must follow our classroom procedure of reading for 15 minutes at the beginning of each class. They don't have to turn anything in, and it isn't connected to their grade in any way. This ensures students are more likely to develop a habit of reading, instead of being forced to read, and in the process, possibly discovering that they might actually LIKE to read! At the end of the semester, I have an after school pizza and ice cream party for my students who met their reading goals for the semester.
At the beginning of the year, when I ask for students' reading goals, I also have them submit a survey where they tell me their honest feelings about reading. About 90 percent of my eighth graders indicated they either "hate" to read OR "will read, but only if they HAVE TO". In the two months since school has started, I can already see that many, many students who indicated this on their survey are now engrossed in their books during silent reading time and well on their way of meeting their goal. Having awesome reading material that is appropriate and engaging for the hard-to-please age group of 8th graders is crucial to the success of the program. I couldn't have done it without the new books received from the generous donors of Donor's Choose, so I thank you, and my students do, too.”
With gratitude,
Ms. Wenell