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
Amalia Niewendorp
Grant Date
2016
Grant Co-applicants
Amount Funded
$472.00
Description (10 points)

Having recently returned to the Kinder classroom after four years as an ELD Coordinator, I have realized how the rigor and academic demands on Kinders have increased. Kinder students today require many more higher level thinking skills and very specific vocabulary, in all academic areas (i.e., Language Arts, Math, Science, Social Science, Etc.)  More specifically, there is an emphasis in STEM learning.  STEM is a curriculum based idea of teaching students with four specific disciplines in mind — science, technology, engineering and mathematics. The idea is to use this interdisciplinary and applied approach to develop global skills needed for the future . President Obama indicated in March 23, 2015 that, “[Science] is more than a school subject, or the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world...".  With this in mind, the objective of my project is to create opportunities that enhance STEM learning in the classroom for my students.  With Magna-Tiles students could create structures that would bring "fun" to STEM learning.  Additionally, I believe that the Magna-Tiles, and the activities that tap into the students imagination, supports the development of rich vocabulary that can then significantly impact the Language Arts content area.  I envision students using their creations to develop their listening and speaking skills as well as their skills in journaling, story development, etc.

Benefits of Program (10 points)

I strongly believe that the Magna-Tiles will benefit students in a variety of ways.  As noted in my objectives paragraph, the content areas the Magna-Tiles can facilitate are multi-disciplinary.  These tiles come in many shapes and colors.  They have magnetic edges that allow children to build as the sides of these tiles magnetically snap together. All sorts of shapes, sizes, and structures result in giving children spatial understanding of how design is affected by the placement of geometric shapes. Building up or across, our emerging "engineers" will see the relationship between mathematics and design, science and technology. I have requested three kits, each with 100 pieces so that the children will have an adequate number of tiles to develop significant work that demonstrates basic STEM principles. In addition the multi colored tiles afford students the opportunity to include color design as part of developing an aesthetic awareness in construction.  With a new emphasis on STEM learning in the Common Core Curriculum, these tiles are just the type of hands-on vehicles for learning that are proving to be highly effective.  Magna-Tiles provide the perfect "differentiated" perspective that can be used in a collaborative atmosphere to spark inquisitive young minds.

Success of Program (10 points)

The Magna-Tiles will enhance my teaching by supporting the “whole” student in order to foster the skills necessary to become academically competitive now and in the future.  The tiles will help to transform the typical teacher-centered classroom into an environment that is student-driven. First and foremost it allows students to be actively engaged in the learning processes and working in collaboration with other students to accomplish a shared goal.  Students will explore real-world problems and challenges relevant to their lives in and outside of school. The tiles allows students different avenues of acquiring content or making sense of ideas in a diverse classroom setting. Lastly, the tiles promote an approach where I can connect content areas across instructional units for deeper understanding of instructional standards. The district is moving to support accelerated learners and low achieving students. As well as provide STEAM opportunities to all students.  I believe the Tiles would support these districtwide initiatives.

Implementation (10 points)

I will begin to use the tiles immediately.  After initial "housekeeping" lessons, students will begin to use the tiles as one of the STEM "Zonas" centers in our daily schedule.  What are "Zonas"?  They are a way to integrate content, reading and writing during hands on activities that promote critical thinking.  Each "Zona" has a specific focus.  The Kinder team has agreed to develop similar "zonas" as the first grade classrooms, including but not limited to; Mathematics, Language Arts, Engineering, Science, Technology, Poems, Fine Motor Skills, Theater, Art.  We can also use them in multiple disciplines and concepts such as language development, imaginative play, fine motor skills, hand eye coordination, visual and spatial understanding as well teamwork and collaboration.

Sustainability
From what I have heard from parents and other teachers that have Magna-Tiles, they are pretty sturdy and have survived 3 years of kinder (at TES) and 4 years of siblings who LOVE to play with them, TOGETHER! Similarly, the cost of replacement kits are pretty affordable (i.e., ~$50 for a 32 piece set.)
Can you share this grant with your grade level or subject team?

Absolutely!  I am fortunate in the fact that I am working with a very supportive and flexible team.  We share resources, ideas, and we would probably create a rotation schedule for the tiles.  Having said that, it would be awesome if we could get 3 sets for EACH kinder classroom.  That would provide equity amongst the classroom as well as more consistency for the "Zonas".   

Itemized Budget
Item
Magna-Tiles 100 piece multi-colored set X 3
Amount
$359.97
Item
Magna-Tiles® Rectangles 8 Piece Expansion Set X 3
Amount
$74.97
Taxes
$36.43
Shipping
$0.00
Budget Notes

Magna-Tiles® Rectangles 8 Piece Expansion Set $24.99 X 3 = $74.97

Magna-Tiles® Clear Colors 100 Piece Set $119.99 X 3 = $359.97

Subtotal = $434.94

Taxes = ~ $36.43

Shipping = Free UPS Ground Shipping

Total = $471.37

 

Other funding sources

I spoke with Kyle M and Molly H and was informed that neither the school site nor the PACE are able to fund this grant at this time.

Subscribe to Amalia Niewendorp