Grant Applicant
Edith Martinez
Grant Date
2019
Grant Category
Grant Co-applicants
Amount Funded
$545.00
Description (10 points)

Canciones y Cuentos Decodable Books Level A/Level B contain stories in Spanish that delight students and invite them to learn the basics of reading through phonics. These sets include 1 copy each of 26 decodable books per set (52 total books). This grant was originally funded to our Kindergarten team as a replacement to old Cancionero sets. Since then, there has been a K/1 strand added.  

Benefits of Program (10 points)

At the heart of the Canciones y Cuentos literacy program, are the songs and stories. The meaningful, engaging decodable texts present content- area topics or culturally significant stories in a highly graphic format that support meaning. Each text is also linked to the language songs of the program. Through the Canciones y Cuentos Level A/Level B texts, children will have an opportunity to engage in repeated readings of materials at their instructional level to decode words in context, develop fluency, and build comprehension. In addition,  these texts will provide students access to high frequency word instruction and practice. These decodable readers will be used in class on a daily basis to enrich students’ daily literacy life within the classroom.

Success of Program (10 points)

Achievement and success will be measured through continuous growth in individual reading levels as determined by TTUSD’s literacy assessment program Fountas & Pinnell. Moreover, daily informal observations will measure success as students build a love for reading including learning how to read to learn.

Implementation (10 points)

The implementation of this program would be through Daily, the literacy structure for TTUSD. First, each student will read in a small group setting with their classroom teacher during Daily 5; Read with Someone. This will provide students with their first exposure to the text.  Second, each student will take the texts to their classroom book boxes to read during Daily 5; Read to Self. Third, through the eBook version of the text, students will have the opportunity to interact with the text to address Daily 5’s; Word Work and/or Daily 5’s; Listen to Reading through the audio capability. Finally, all K/1 students will be assessed continuously using our district adopted assessment Fountas and Pinnell to monitor and improve foundational reading skills.

Sustainability
The grant will be sustainable in future years. Each book is individually bound; each teacher will clearly label every individual book as EEF funded classroom materials only.
There will be no additional funding requested for Cancionero Level A & Level B decodable texts for this classroom.
Can you share this grant with your grade level or subject team?

As a kindergarten team, we work together to meet the diverse needs of our students. We have differentiated grouping to provide intervention as well as extensions to our students. However, due to the immense impact and support  these readers will provide our students we are requesting this classroom set solely for our K/1 teacher. Our site has purchased the updated teacher manuals, Big Book of Songs, and the Song CD.

Taxes
$35.37
Shipping
$10.47
Other funding sources

There are no other funding sources for this request. 

Grant Applicant
Edith Martinez
Grant Date
2019
Grant Category
Amount Funded
$6352.00
Description (10 points)

This grant would provide our Kindergarten and K/1 team the ability to provide our students with dramatic play tools. These tools include; a sink, refrigerator, stove, hutch cabinet, stainless steel cookware, doll house set-up and multi-ethnic baby dolls. In addition, this grant will provide our team with culturally sensitive loose parts: glass beads, mirrors,  jars, cups, stones, boxes baskets, fabric, etc.

Benefits of Program (10 points)

“Play is one of the most important parts of childhood. It is through play that children gain information about the world and increase their cultural awareness. When children play, they engage in complex sequences of symbolic representation and figure out how social rules work. Children also learn to negotiate and understand each other.” -Miriam Beloglovsky

Pretend play is characterized by children’s exploration and interpretation of the world in terms of symbols and images, fantasy, make believe, expression of emotions, and their capacity to understand different situations in an imaginary context. Dramatic and pretend play cross cultural  boundaries by allowing children to learn to respect and be responsive to children who are different from them.

Overall, pretend play builds essential core development areas; social and  emotional, language skills, thinking skills and nurtures children’s imagination.

Success of Program (10 points)

Through imaginative play children’s language, social skills and social competence expand. In addition, children can learn about equity by practicing collaboration and conflict resolution.  Providing our youngest scholars with rich creative & dramatic play tools will, in turn, lead to greater academic and emotional success for all of our students. Student’s academic success is measured through ESGI, teacher observations and individual behavior goals.

Implementation (10 points)

The Kindergarten KBE daily schedule provides a 60 minute block for students to engage in uninterrupted pretend and symbolic play. The kitchen set would support us in re-creating a space that is common in all of our children’s daily living experiences. Then, we will promote and support children’s play through meaningful social interactions by providing loose authentic parts reflective of them. We will also support students when necessary with sentence starters and language modeling. 

Sustainability
The Lakeshore Hardwood Kitchen Set & Doll House are built from durable wood materials and should have a classroom life of 10-15 years. The additional materials we purchase will be carefully selected to be durable and represent our student population.
Can you share this grant with your grade level or subject team?

Yes, the loose materials purchased can be exchanged and rotated.

Notes

We have written this grant surrounding our TTUSD First 5 Early Educator Conference. At this conference, we had the amazing opportunity to access the text Loose Parts 3 Inspiring Culturally Sustainable Environments. This knowledge has provided our team with a new lens to view dramatic play and the academic and social opportunities it provides our scholars. 

Taxes
$361.84
Shipping
$748.63
Budget Notes

Cultural Misc. Loose Parts (4x 250); we did select a vendor for this amount because in order to find authentic tools representative of our students we must step away from traditional education vendors. The teams feels that we may be able to purchase a plethora of authentic Tahoe living tools at our local stores. 

Other funding sources

There are no additional funding resources that would cover the cost of these materials.

Grant Applicant
Edith Martinez
Grant Date
2018
Grant Category
Amount Funded
$1947.00
Description (10 points)

A is for árbol and avión…B is for barco and bicicleta! These Spanish alphabet teaching tubs have 154 appealing miniature artifacts. The tubs have been grouped into 30 tubs—one for each letter sound in the Spanish alphabet, including “ch,” “ll,” “ñ” and “rr.” Children can use these tubs along with their teacher to master letter sounds. One students have mastered the alphabet sounds, they can use the miniatures for sorting activities, memory games and many more phonics activities. The set includes a Spanish alphabet chart, 30 tubs and lids, sticker labels, 154 miniatures, 59 letters and a bilingual guide. The teaching tubs storage rack will provide a space to maintain the tubs organized and accessible to students.

Benefits of Program (10 points)

**NEURONS that fire together, wire together***

The Spanish Alphabet Tubs will be used to provide visual and tactile realia to our students on a daily basis. Realia refers to the practice of using real, tangible objects in the classroom to help our students connect with Spanish. It involves visual and tactile experiences for students to expand concepts and vocabulary. In the classroom we will use realia to strengthen students' associations between words for everyday objects and the objects themselves. In our K, 1st grade and RTI classes, students will be able to interact with authentic materials enabling them to interact with the real language and its use. This vocabulary can then be transferred to reading, word work, writing and math. Examples are; to illustrate and teach young learners vocabulary for animals, clothing, fruit, community members, tools, vegetables and much more. Realia is used to provide experiences on which to build and provide students with opportunities to use all the senses in learning. Realia allows the students to see, feel and hear the object being explored. Current brain research tells us that when children listen and read they utilize the left cortex where visual processing occurs. Therefore, children need gestures and visuals to make language clearer.  We also know, stress makes the brain more dependent on visuals not only to hear and process, but also to establish a perception . In general, humans are designed to associated information with symbols. By providing our students with realia on a daily basis, we will be be providing them an opportunity not only to improve learning but also a way to analyze information. The population we serve at KBE is diverse, all learners will benefit from having accessible hands on realia directly associated to increasing their Spanish vocabulary.

Success of Program (10 points)

The goal is to provide rich language exposure for children. This is measured through informal read-aloud discussions, individual conversations and teacher led literary topics. In addition, the success of the program will be measured by students ability to successfully and independently complete assigned phonic tasks. These will be tracked via every teachers conferring notebook.

Implementation (10 points)

All materials will be labeled as EEF funding and KBE property. The realia tubs will be used during whole class lessons to support new concepts and/or vocabulary. In addition, realia will be explicitly used during writing and guided reading by the classroom/RTI teacher. The Spanish Alphabet tubs will also be used in phonics centers such as word work and read to self. This will provide students with an opportunity to use new vocabulary explicitly taught.

Sustainability
Yes, the storage rack will provide a space to keep all materials organized and accessible for future students. The objects provided in the tubs are well made and sturdy. If necessary, they are easy to wipe down and/or wash. We will not need additional funding from EEF in future years.
Can you share this grant with your grade level or subject team?

No, the target is for all students and teachers to have access to realia to support in reading, writing and word work daily. In order to do so, all teachers need their individual set.

Notes

Next year our K-1 team is adding a new 1st grade teacher. The grant also includes our RTI teacher.

Taxes
$115.41
Shipping
$238.79
Other funding sources

There are no other funding resources. Although PACE and Measure A provide each classroom teacher with a total of $500, K, 1st and RTI  teachers have spent their allotted amounts on classroom materials and supplies.

Grant Applicant
JenniferAnne Kavanagh, Edith Martinez
Grant Date
2018
Amount Funded
$4600.00
Description (10 points)

For children in primary grades, whatever literature a teacher presents is often the students' main exposure to both books and the greater world around them. For this reason, educators should consider the implications of the fact that while more than half of the children enrolled in U.S. public schools are people of color or Native American, only 22% of children's books published in 2016 portrayed characters of color, and only 13% were written by an author of color (Teaching for Change, 2018). As a bilingual, Title I school, Kings Beach Elementary is home to children of diverse socioeconomic, racial, and social backgrounds, all of which come together to make the school special and wonderful. It is important that the primary grades' classroom libraries act as mirrors, reflecting back the students' realities. The Social Justice Books Project well-explains what thought needs to go in to creating such reading lists: "It is not enough to simply diversify the characters in children’s literature. We are also concerned with who is writing the stories, what the characters are doing, how issues of power and activism are introduced, and representations of people in community rather than in isolation." Selecting books with these criteria in mind allows educators to bring awareness to children's differences, similarities, the realities of their day-to-day existence, as well as to dispel myths, stereotypes, and distortions of minorities. What is more, brain research shows that when children are engaged with a topic, when they consider it to be important to their sense of self, they learn more effectively. Thus, a library with a social justice orientation promotes social development, emotional development, social studies/historical contexts, and fundamental reading schools. 

The Social Justice Library grant would provide a set of books that feature quality writing and rich illustrations that also touch on a multitude of individual identities, communities, and cultures to 11 different classrooms, from transitional kindergarten through second grade, including a kindergarten/first combination classroom. The selected books are appropriate for this age range. By providing these books to each classroom, every child will be able to access the resources equitably, whether through a group read aloud or through individual exploration. If the whole list is purchased, every student in these 11 classrooms could have 1-2 books promoting social justice in his or her "book box" at any given time. What is more, having these books as a permanent staple in each classroom shows the children who can identify with certain individuals, groups, and communities portrayed in the stories that their identity matters to the teacher, the class, and to the school as a whole. Through this grant, we can promote both excellence in reading and value of our children's unique identities, a win-win for our school and our district. 

Benefits of Program (10 points)

The Social Justice Library in each classroom will allow students to directly access texts that promote empathy, self-esteem, self-awareness, a broader world view, and a multi-perspective view of history and current events. It will also promote fundamental reading skills, by directly engaging students; neuroscience shows that students who think a subject or skill is inherently and personally important will learn that subject or skill more effectively. 

Success of Program (10 points)

Social success of the program will be determined by observing students' increased empathy, emotional well-being, and self-esteem. In terms of reading ability and social studies content learning, success will be determined by students' ability to ask and answer questions about texts, ability to recall or retell a story, and ability to read parts of or whole texts alone. 

Implementation (10 points)

Each classroom at Kings Beach Elementary from TK through 2nd grade will receive a set of the book list for the Social Justice Library. Texts will be read in whole group and small group settings, for a variety of purposes, including social studies, social-emotional learning, reading fundamentals lessons, math lessons, and even art lessons. They will also be available to students for individual reading and exploration. If the entire book set is purchased for all 11 classrooms, each student can have 1-2 books in his/her book box at all times. 

Sustainability
As long as the bindings on the books stay together, the social justice libraries will be able to be used repeatedly for years to come. No additional funding will be needed.
Can you share this grant with your grade level or subject team?

The grant will provide access to all 11 classrooms from TK-2nd to ensure equitable access and promote valuing minority identities in the school. Teachers from 3rd and 4th grade will be welcome to borrow the texts. 

Taxes
$397.00
Shipping
$0.00
Budget Notes

Shipping is listed as $0 because Amazon Prime is available as a shipping option.

Other funding sources

PACE, Measure A, and Donors Choose are potential sources for funding, but most of those resources have already been allocated to other needs. Also, not enough funds are available to cover the cost of the grant which covers 11 classrooms. 

Grant Applicant
Julie Otis
Grant Date
2017
Grant Category
Grant Co-applicants
Amount Funded
$3771.00
Description (10 points)

A purchase of Palabras a Su Paso would help Kings Beach Elementary strategize a new approach to teaching, learning, and acquiring Spanish phonics in a vertically aligned, organized method. Words their Way is a highly-effective method of teaching spelling skills, using explicit direct instruction, reproducible reading booklets, and word sorts. This program is now available in Spanish, enabling KBE teachers and students to utilize decades of research around this age-appropriate, systematic approach to teaching phonics. When students increase their understanding of how to spell words, meanings of affixes, and word derivations, they are better equipped to read and write while constructing meaning. By improving their spelling, students are able to increase their reading comprehension, acquire more vocabulary, and improve their fluency. With the onset of 21st century, traditional spelling practice and assessments may evolve. Since students will be using spell check and technology to produce their writing, teachers need to shift the paradigm from weekly class lists to individualized spelling inventories. Palabras a su Paso is the program that can help our Spanish Two-Way Immersion school do just that.  

Benefits of Program (10 points)

Palabras a su Paso will serve students at Kings Beach Elementary in grades K-4. Furthermore, this program can be utilized with all students for many years to come. This program is very beneficial since it focuses on the “Word Study” method of teaching spelling instead of memorizing weekly, unconnected word lists. With a word study method, teachers can enable students to discover where their strengths and weaknesses lie, in order to improve where they need it most. “A word study program is a cohesive approach that addresses word recognition, vocabulary, and phonics as well as spelling (Zutell, 1992).” Furthermore, this system can be used for all students - whether they are receiving reading intervention or enrichment. Instead of focusing on word lists, students are focusing on phonics and patterns. Lastly, this method of teaching allows students to become curious about spelling, looking for patterns in the texts around them.

 

Success of Program (10 points)

Words their Way is a research-based approach to teaching phonics that was first published in 1993. Palabras a Su Paso, the Spanish version, was released in 2013. This would enable our Spanish Two-Way Immersion school the opportunity to implement a word study program that is already being used in English around the district. Words their Way, and now Palabras a Su Paso, are extremely successful at helping students acquire needed literacy skills. Since students move through the stages of spelling, from emergent to derivational, they are able to access the skills they need to further their reading and writing development. Similarly, it also will help teachers vertically align the curriculum, deciding when certain grades should teach which phonics patterns. Finally, Palabras a Su Paso comes with assessments to determine how students are progressing through their spelling patterns and knowledge. This way teachers can keep track of what patterns students need to learn and which ones need to be retaught in small group or whole-class settings.

Implementation (10 points)

The program would be implemented beginning with vertical articulation between grades K-3. In this meeting, teachers would be able to determine when certain spelling patterns would be taught during whole-class direct instruction. For example, Kindergarten would teach vowels and open syllables (ma, te, po, su) while third graders would be expected to learn gue/gui and r/rr. By vertically aligning phonics within our school, we will be better able to give instruction, as well as intervention and enrichment. Each grade level, and the reading intervention teacher, would receive a teacher’s manual to share and refer to throughout the year. Similarly, each grade level, and the reading intervention teacher, would have access to grade-level reproducibles in order to create the word sorts and booklets needed to implement the program. With the new hire of a paraprofessional aide that does paperwork at our site, we will have continued access to someone who would be able to ensure that each classroom has a set to use. Students will become familiar with the booklets and word sorts as they graduate from each grade level, making the program easier and easier to use.

Sustainability
This program is extremely sustainable. Teachers would be able to use this program for many years to come. If needed, teachers may each require a teacher’s manual and perhaps the originals for the reproducibles. However, that is not necessary to begin.
Can you share this grant with your grade level or subject team?

Yes, this program is intended to be shared amongst grade levels as well as with support personnel. While each grade level would be able to share the teacher’s manual and make copies of the reproducibles, also the Resource Department, English Language Development Teacher and the Reading Specialist would be able to share.

Taxes
$236.10
Shipping
$247.00
Budget Notes

I am unsure of exact shipping costs but made an estimation. The website does not actually allow me to check out and estimate costs until they receive a purchase order. 

Other funding sources

The district is currently piloting many language arts curricula and thus Palabras a su Paso would be a supplement to these other programs. 

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