Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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My students are first, second, and third graders attending a Title I school in Maryland. In my class they learn ESOL (English as a Second or Other Language). The majority of my students come from Spanish-speaking countries such as Mexico, El Salvador, and Guatemala. Although my students' ability to speak English ranges from total beginner to advanced, reading is an area of need across the board. All of my students speak a foreign language at home, and most do not have a parent who can read with them in English. Even some of my third graders still need remediation in phonics, which is why this project focuses on that skill set.
Despite the challenges they face, my students absolutely love coming to school every day and are excited to learn English. They are hardworking beyond their years, and I know that with the right resources they will excel in school in the future.
About my class
My students are first, second, and third graders attending a Title I school in Maryland. In my class they learn ESOL (English as a Second or Other Language). The majority of my students come from Spanish-speaking countries such as Mexico, El Salvador, and Guatemala. Although my students' ability to speak English ranges from total beginner to advanced, reading is an area of need across the board. All of my students speak a foreign language at home, and most do not have a parent who can read with them in English. Even some of my third graders still need remediation in phonics, which is why this project focuses on that skill set.
Despite the challenges they face, my students absolutely love coming to school every day and are excited to learn English. They are hardworking beyond their years, and I know that with the right resources they will excel in school in the future.