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Mrs. Virgilio's Classroom Edit display name

  • Green Grove Elementary School
  • Neptune, NJ
  • 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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All preschool-aged students should be given the opportunity to engage in enriching literature. These specific book sets will increase their developing literacy skills by allowing them to use strategies such as making text-to-self, text-to-text, and text-to-world connections. Making connections is a critical skill little learners use frequently to make sense of themselves and the world around them. Themed books about self-awareness, multi-cultural diversity, civic interdependence, and emotional regulation are all topics that 3- and 4-year-old children are able to begin to understand if only given the experience. The students would be overjoyed to have access to new books that are meaningful in their world and to have the opportunity to share their experience with their teachers, their peers, and their families. The students' learning experiences will come to life through actively participating and reflecting on the content of the literature. During our whole-group reading time, students listen to the stories or the text being read and answer questions that develop higher-level thinking. Higher-level thinking includes making connections, extending a story, recognizing and empathizing with character's feelings and events, and many other strategies we use on a weekly basis. As students are engaged in these kinds of activities more often, and with supportive books, they are able to transfer these literacy skills to buddy reading and/or independent reading; which are short-term and long-term goals for this age group.

About my class

All preschool-aged students should be given the opportunity to engage in enriching literature. These specific book sets will increase their developing literacy skills by allowing them to use strategies such as making text-to-self, text-to-text, and text-to-world connections. Making connections is a critical skill little learners use frequently to make sense of themselves and the world around them. Themed books about self-awareness, multi-cultural diversity, civic interdependence, and emotional regulation are all topics that 3- and 4-year-old children are able to begin to understand if only given the experience. The students would be overjoyed to have access to new books that are meaningful in their world and to have the opportunity to share their experience with their teachers, their peers, and their families. The students' learning experiences will come to life through actively participating and reflecting on the content of the literature. During our whole-group reading time, students listen to the stories or the text being read and answer questions that develop higher-level thinking. Higher-level thinking includes making connections, extending a story, recognizing and empathizing with character's feelings and events, and many other strategies we use on a weekly basis. As students are engaged in these kinds of activities more often, and with supportive books, they are able to transfer these literacy skills to buddy reading and/or independent reading; which are short-term and long-term goals for this age group.

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About my class

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