Room to Grow

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United States - New York - New York
Room to Grow
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Education is freedom. -Paulo Freire
 
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By Room to Grow
This is a lesson to align with a read aloud, guided read, or independent read of the book Frank and Laverne (which is available with a free teacher's account on Epic Books at www.getepic.com) The lesson asks students to compare Frank and Laverne's
Subjects:
English Language Arts
Grades:
1st, 2nd, 3rd
Types:
Worksheets, Activities
CCSS:
RL.2.3, RL.2.6, RL.2.7, CCRA.R.1, CCRA.R.3, CCRA.R.6
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By Room to Grow
October is Bullying Prevention Month. Encourage kindness with this beautiful quote from the Dalai Lama, designed for easy print-and-display in your classroom. For an extra polished look, laminate before hanging.
Subjects:
Character Education, Back to School, Classroom Community
Grades:
Not Grade Specific
Types:
Fun Stuff, Bulletin Board Ideas, Posters
FREE
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Digital Download PDF (0.03 MB)
By Room to Grow
This packet contains 10 worksheets to help students independently practice comparing numbers. All worksheets have a refresher on symbols at the top, which helps provide scaffolding for students who need it. There are 3 worksheets of each type (plus
Subjects:
Math, Numbers
Grades:
1st, 2nd, 3rd, 4th
Types:
Worksheets, Homework
CCSS:
1.NBT.B.2, 1.NBT.B.3, 2.NBT.A.1, 2.NBT.A.4, 4.NBT.A.2
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By Room to Grow
These short A word family puzzles use mostly CVC words, with a few common CCVC words. They are perfect for early and emerging readers! The following word families are represented for a total of 7 puzzles: -ab-ad-ag-an-am-ap-atThere are two versions
Subjects:
English Language Arts, Reading, Phonics
Grades:
PreK, Kindergarten, 1st, 2nd
Types:
Activities, Games, Literacy Center Ideas
CCSS:
RF.K.1b, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3d, RF.1.2...
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Digital Download PDF (3.13 MB)
By Room to Grow
These short A word family puzzles use mostly CVC words, with a few common CCVC words. They are perfect for early and emerging readers!The following word families are represented:-ed-en-etThere are two versions of each puzzle, one with only words and
Subjects:
English Language Arts, Reading, Phonics
Grades:
PreK, Kindergarten, 1st, 2nd
Types:
Activities, Games, Literacy Center Ideas
CCSS:
RF.K.2, RF.K.2b, RF.K.2c, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3d, RF.1.2, RF.1.2a, RF.1.2b...
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Digital Download PDF (2.80 MB)
By Room to Grow
These short I word family puzzles use mostly CVC words, with a few common CCVC words. They are perfect for early and emerging readers! The following word families are represented for a total of 5 puzzles: -id-ig-in-ip-it-ap-atThere are two versions
Subjects:
English Language Arts, Reading, Phonics
Grades:
PreK, Kindergarten, 1st, 2nd
Types:
Activities, Games, Literacy Center Ideas
CCSS:
RF.K.1b, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3d, RF.1.2...
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Digital Download PDF (11.94 MB)
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TEACHING EXPERIENCE

My journey to childhood special education hasn't been exactly linear. In my undergraduate years, I studied adolescent education, intending to teach middle school ELA. I worked as a middle school mentor, student taught in both Poughkeepsie and Ireland, and helped implement high school writing workshops. When I graduated, however, the DOE was not looking for English teachers, and I ended up substituting at a special needs elementary school in Manhattan while I considered other cities. Five years later, I'm still at that school, now working as a head teacher. As much as I loved my previous experiences, I found myself drawn to working with the younger students. The variety throughout the day kept me engaged in a way that teaching the same required lesson to several different classes had not. It was challenging and exhausting. I enrolled in a graduate program for special education, and partway through my studies, moved from a TA position to a head teacher role. I've learned to celebrate the victories that come in special education, in all the many shapes they take: watching a child read through a sentence for the first time at age 11, breathing a sigh of relief when a student punches a jacket instead of a peer, seeing the joy on their faces when they finally find that friend who "gets" them. My students are not always "easy", but things aren't always easy for them, either.

MY TEACHING STYLE

I believe: That students are not vessels to be "filled" with knowledge by a teacher; rather, they should be engaged participants in their own learning experience. If one method doesn't work, it wasn't the right choice for that student. Try again. To effectively teach our students, we must take the time to truly get to know them as the individuals they are. Including hands-on is so important. When students look back on their elementary years, they won't remember every multiple choice quiz, but they will remember the time they broke open geodes or made plaster mummies, and the knowledge attached to those times. Education is a dialogue.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

Undergraduate: Vassar College (English and Education) Graduate: Hunter College School of Education (Childhood Special Education, focus on Behavior Disorders)

ADDITIONAL BIOGRAPHICAL INFORMATION

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